Teaching Support Practitioner

From the advert

(E) - Essential

(D) - Desirable

Education/Qualifications/Training

Level 2 English and mathematics, or an equivalent demonstrable standard, sufficient to support learning and produce accurate professional records (E)

Relevant learning-support qualification, or equivalent relevant experience with commitment to completing agreed role training (E)

Level 3 qualification in supporting teaching and learning (D)

Specialist SEMH or SEND experience (D)

Training in Positive Behaviour Support, communication support or structured interventions (D)

Familiarity with the Foundation’s recording systems including Bromcom, CPoms, Evidence for Learning and OnePlan (D)

Experience

Experience supporting children or young people in education, care, youth work or another relevant setting, with examples of building professional relationships and helping them make progress (E)

Experience of Keyworking and EHC reviews (D)

Special Knowledge & Skills

Understand how SEMH needs and associated communication, sensory or learning differences can affect participation. Recognise individual variation and avoid deficit-based assumptions (E)

Understand safeguarding responsibilities, reporting routes and professional boundaries (E)

Understand the support practitioner’s relationship with the teacher and SENCO, the purpose of EHC plans, reasonable adjustments and the principles of the SEND Code of Practice (E)

Understand the purpose of the Foundation’s Specialist Universal Offer and the practitioner’s role in supporting its consistent implementation (E)

Develop working knowledge of the SEND Code of Practice, relevant Children and Families Act 2014 provisions and Equality Act 2010 duties. Apply them through agreed plans and school procedures; seek advice from the SENCO when uncertain (E)

Develop an informed understanding of how adversity, trauma and relational experiences may affect learning, communication, regulation and behaviour. Apply agreed strategies without making assumptions about an individual student’s experiences or needs. (E)

Attributes, Skills and Abilities

Support learning through clear communication, questioning, modelling and carefully reduced scaffolding in line with the Foundations Independence Strategy. (E)

Apply agreed communication, sensory, regulation and environmental strategies following relevant training and professional guidance (E)

Contribute effectively to Specialist Quality First Teaching through appropriate scaffolding, communication support, environmental adaptation and the careful promotion of independence (E)

Use calm, consistent approaches to distress and behaviour; recognise when to seek support (E)

Communicate respectfully with students, families and colleagues. Record observations objectively, use basic digital systems and manage confidential information appropriately (E)

Personal Qualities

Warmth with boundaries: listens attentively, respects dignity and maintains professional relationships; does not seek dependence, favouritism or personal loyalty from students (E)

Ambition with patience: believes students can learn, sustains effort through setbacks and notices small steps without accepting avoidably low expectations. (E)

Reliability and initiative: prepares, follows through, completes records and acts within agreed authority; seeks clarification and help rather than leaving concerns unresolved. (E)

Integrity and reflection: reports mistakes, accepts challenge, considers the impact of personal behaviour and demonstrates how feedback has improved practice. (E)

Team commitment: shares information, values other disciplines and follows coordinated plans. Challenges discriminatory or unsafe practice through appropriate routes. (E)

Model the Foundation values of Close Collaboration, Compassionate Curiosity, Unwavering Integrity, Visionary Thinking and Empowering Community through everyday practice. (E)